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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| The purpose of this study was to develop a supervision framework for teaching practice in a public university. This study also aimed: (a) to identify issues faced by student teachers, supervisors and mentor teachers during the teaching practice, (b) to explore valuable elements for developing a supervision framework, and (c) to validate the framework. The research design in this study was a framework development. The instruments used in this study consisted of a set of questionnaires, semi-structured interview, focus group discussion (FGD) and document analysis. This study involved 62 trainee teachers in the focus group discussion, eight supervisors and eight mentor teachers were involved in the interview and 353 trainee teachers were selected to respond to the questionnaires. Descriptive statistics such as frequency, percentage, mean and standard deviation were used in the study to analyse quantitative data. Thematic analysis was used to analyse the qualitative data. Key findings from the questionnaire revealed that the trainee teachers agreed (M=4.01; SD=0.9) that they have communication problems with their supervisors such as contradiction of expectation, insufficient of supervision, and inadequate support from the supervisors. The main themes that emerged from the focus group discussion and interview included lack of collaboration between schools and the university, inefficient sharing platform, and inadequate professional development. The outcomes of the document analysis on the Teaching Practice Manual showed that the manual lacked of proper and systematic framework or model as its underpinning theory. Hence, based on the empirical data, a new supervision framework was developed which contained eight main components, namely (a) reflective clinical supervision, (b) action research sharing platform, (c) co-observation, (d) remote supervision, (e) professional learning community (PLC), (f) peer learning, (g) smart partnership, and (h) supervisor and mentor teacher professional development. The new framework was validated by five experts and four trainee teachers. In conclusion, based on the weaknesses of the current pre-service teacher training program, a new supervision framework was developed and verified by experts and potential users which can be used as a guideline for teacher trainees and their supervisors. As an implication, this supervision framework could be used as a reference for public universities and Ministry of Education in enhancing the quality of their students teaching practice by improving the supervisory system to bring out the maximum benefits in producing quality future teachers. |
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